Early Grade Reading Assessment

Early Grade Reading Assessment Assessor Instructions & Pupil Protocol October, 2015 English (Lhukonzo Directions) General Instructions: Establish a relaxed rapport with the child to be assessed. This can be by engaging in a simple conversation with the child (see the example below). The child should perceive the assessment almost as a game to be enjoyed rather than a severe situation. It is important to read ONLY the sections in boxes aloud slowly and clearly. Good morning. My name is ______and I live in _____. I’d like to tell you a little bit about myself. [For example, number and ages of children; sports.] Wabukyire. Amena aghe ningye ______kandi ngikere e _____. Ngasonda erikubwira bike oko binyihambireko. 1. Could you tell me a little about yourself and your family? 1. Wangananyibwira bike oko bikuhambireko n’abanyihika bawu? [Wait for response; if the child is reluctant, ask question 2, but if she/he seems comfortable continue to verbal agree]. 2. What do you like to do when you are not in school? 2. Wukakolhakyi omughulhu wuthe okw’ithendekero? Verbal Agreement  Let me tell you why I am here today. I work with the Ministry of Education and Sports, USAID/Uganda School Health and Reading Program and we are trying to understand how children learn to read. You were picked by chance, like in a raffle or lottery. Leka ngakubwire ekyikaleka inabya hano munabwire. Ngakolha n’omuthahulha ow’ekafumenti ow’eby’ekyisomo n’amasatha, kandi n’ekyithunga ekya USAID omo Uganda, ekyikatsukumirira obuyitsotse kandi n’emitheghekere ey’erisoma, kandi thukasosothaya emibere abana kobakigha erisoma. Mowukanasombolhwa busana n’omuyisa owawuwithe, omo mibere ey’erikolesya obukanga/a kathuli.  We would like your help in this. But you do not have to take part if you do not want to. Thukasonda obuwathikya bwawu omo mwatsi oyu, aliryo siwendikakwa eribyamo wamabya isiwanzire.  We are going to play a reading game. I am going to ask you to read letters, words and a short story out loud. Thukayasatha omusatho ow’erisoma. Ngayakusaba erisoma esyonzakano, ebinywa n’olhughano lhukuhi omo mulenge munene.  This is NOT a test and it will not affect your grade at school. Kyino sikyirengesyo kandi sikyendisubya enyuma emilhabire yawu ey’obuthendekwa omo kyithumbi.  I will also ask you other questions about your family, like what language your family uses at home and some of the things your family has. Ngendikubulya ebindi bibulyo ebihambene oko muyi wenyu. Ng’erisonda eriminya omubughe owamukakolesaya eka kandi n’ebindu ebyamuwithe eka ewenyu.  I will NOT write down your name so no one will know these are your answers. Sinendisakangako amena awu; nokweryo sihali mundu na mughuma oyukendiminya athi lino ly’erisubamo lyawu.  Once again, you do not have to participate if you do not wish to. Once we begin, if you would rather not answer a question, that’s all right. Omo mibere eyindi, siwendikakwa eribya omo mitheghekere eno wamabya isiwanzire. Thukendibya thwamabiritsuka, wamabya wuthanzire erisuba omo bibulyo, sihendibya mbugha yosi.  Do you have any questions? Do you want to participate? Ok let's start. Wunawithe eky’eribulya? Wunemusonda erisuba omo bibulyo? Kwesi leka thutsuke. Check box if verbal agreement is obtained:  YES (If verbal agreement is not obtained, thank the child and move on to the next child, using this same form.)

F. Is the teacher being A. Date of Assessment: |____|____| |____|____| |____|____| observed? ○ 1 = yes ○ 2 = no day month year

B. Assessor’s Name: G. Class: ○ 1 = P1 ○ 3 = P3 ○ 2 = P2 ○ 4 = P4 H: Class Name: C: District (stream)

D. School Name: I. Pupil Age: |______|______|

○ 1 = yes J. Pupil’s Gender: ○ 1 = boy ○ 2 = girl E. Multigrade Class: ○ 2 = no Start |_____|_____|: |____|____| Finish |____|____|: |____| K. Time: ____|

1 Good effort! Let’s go on. Wasingya kutsibu! Thulhole embere. English / Lhukonzo Subtask 1. Letter Sound Knowledge

Show the child the sheet of letters in the pupil stimuli booklet. Say: Here is a page full of letters of the English alphabet. Please tell me the SOUNDS of as many letters as you can - - - not the NAMES of the letters, but the SOUNDS. Hano hane olhupapura olhwoswireko esyonzakano esyo Lhusungu. Wumbwire EMIRENGE minene ey’esyonzakano esyawasi - - - butsira amena asyo, aliryo EMIRENGE yasyo.

For example, the sound of this letter [point to u] is /u/ as in “up”. Eky’erireberyako, omulenge ow’enzakano eyi [point to u] ni /u/ ngokokiri omo “up”.

Let’s practise: tell me the sound of this letter. Leka thulengesaye eyindi mirenge: nyibwire omulenge ow’enzakano eyi [point to f]. If the child responds correctly say: Good, the sound of this letter is /f/. Wasingya, omulenge ow’enzakano eyi ni /f/. If the child does not respond correctly, say: The sound of this letter is /f/. Omulenge ow’enzakano eno ni /f/. Now try another one: tell me the sound of this letter [point to L]: Hathya lengesaya owundi: nyibwire omulenge ow’enzakano eyi. [point to L]: If the child responds correctly say: Good, the sound of this letter is /l/. Wasingya, omulenge ow’enzakano eyi ni /l/. If the child does not respond correctly, say: The sound of this letter is /l/. Omulenge ow’enzakano eno ni /l/.

When I say “Begin,” please sound out the letters as quickly and carefully as you can. Tell me the sound of the letters, starting here and continuing this way. Namabugha indi “Tsuka” neryo ambe iwanguhya eribugha emirenge ey’esyonzakano lhuba-lhuba kandi iwunayitheghirye. Nyibwire emirenge ey’esyonzakano eritsuka hano kandi n’erilholya embere omo mibere eno. [Point to the first letter on the row after the example and draw your finger across the first line.]

If you come to a letter sound you do not know, continue to the next letter. I will keep quiet and listen to you. Ready? Begin. Wamahika oko mulenge ow’enzakano eyawuthasi, erighenda oko yindi nzakano. Iningendiyihunira kandi inakuhulikirira. Wunayitheghekire? Tsuka. Start the timer when the child reads the first letter. . Follow along with your pencil and clearly mark any incorrect letters with a slash ( / ). . Self-corrections are correct. If you already marked the self-corrected letter as incorrect, circle it ( ø ) and continue. . Stay quiet, except if the pupil hesitates for 3 seconds, point to the next letter and say, “Please go on” / “Thahi lholhaya embere” Mark the skipped letter as incorrect. . If the child gives you the letter name, rather than the sound say “Please tell me the SOUND of the letter” / “Thahi mbwire OMULENGE ow’esyonzakano” This prompt may be given only once during the subtask.

AFTER 60 SECONDS SAY, “Stop” / “Lekeraho” Mark the final letter read with a bracket ( ] ).

Early stop rule: If you have marked as incorrect all of the answers on the first line with no self-corrections, say “Thank you!” / “Wasingya!” discontinue this subtask, check the box at the bottom, and go on to the next subtask.

Examples: u f L

1 2 3 4 5 6 7 8 9 10 e y n K u a s H n W (10) H S L T c O e X G f (20) b D r e N P A E N A (30) A o i J t a h L U E (40) g t E i C d Q s V D (50) Y c h m O E t p N R (60) T E U a h a w d i T (70) R T O N S n i R e i (80) s r E o H M Z L o e (90)

i S t i O e A T L F (100)

Time remaining on stopwatch at completion (number of SECONDS): Check this box if the subtask was discontinued because the child had no correct answers in the first line.

2 Good effort! Let’s go on. Wasingya kutsibu! Thulhole embere. English / Lhukonzo Section 2: English Vocabulary

You will ask the child to show parts of his/her body, objects in the environment, and check their understanding of spatial terms in English. The directions can be read in local language or English but the vocabulary words are stated in English. Note the answers in the following manner:

. Error: Mark a slash ( / ) through each item for which the child gives a wrong answer.

. Self-correcting: If the child initially gives a wrong answer but then corrects before the next item, count this item as correct. If you already marked the self-corrected letter as incorrect, circle it ( ø ) and continue.

. Materials: a sheet of paper, pencil, rubber

A. Body Parts: Say, I'll say words in English that represent parts of the body. Show me what part of your body the word means. Let’s practice. “nose” [Point to your nose so that you model for the child] “head” [Wait for the child to gesture to his/her head. Thereafter say, Good! Let’s start.

Ngendibugha ebinywa omo lhusungu, ebimanire ebitsuko by’omubiri. Ngangaye ekyitsuko ekyo mubiri wawu ekye kyinywa kyikamanyisa. Leka thulengesaye. “nose” [Point to your nose so that you model for the child] “head” [Wait for the child to gesture to his/her head. Thereafter say, Wasingya! Leka thutsuke.

foot arm chin knee mouth back elbow shoulder

B. Words from the Environment:

Casually, set the pupil stimuli, a pencil with a rubber, and a book in the child’s view. Say, Now I will say other words and you show me examples of those words around us. Ngendibugha ebindi binywa neryo wukendinyikangya ebyerireberyako ebithuthimbireko eby’ebinywa ebyo.

pencil shoes book rubber paper ground (floor)

C. Spatial Words

Place a pencil and sheet of paper side by side in front of the child. Say,

Take this pencil. [Hand the pencil to the child.] This is paper. [Point to the paper]. You will place the pencil where I tell you to put it. Put the pencil…

Imaya ekalamu ey’omuthi eyi. [Hand the pencil to the child.] Olhu ni lhupapura. [Point to the paper]. Wukendihira ekalamu ey’omuthi ahangendikubwira erithekayo. Theka ekalamu ey’omuthi…

on the paper next to the paper behind you under the paper to the right of the paper

Good effort! Let’s go on. / Wasingya kutsibu! Thulhole embere. English / Lhukonzo

3 Good effort! Let’s go on. / Wasingya kutsibu! Thulhole embere. English / Lhukonzo